Massachusetts School and District Profiles

Agawam High

Districts
Schools

2025

2025 Official Accountability Report - Agawam High

Organization Information

DISTRICT NAME
Agawam (00050000)

TITLE I STATUS
Non-Title I School

SCHOOL
Agawam High (00050505)

GRADES SERVED
09,10,11,12

REGION
West/Central

FEDERAL DESIGNATION
-

Accountability Information

Overall classification

Not requiring assistance or intervention

Reason for classification

Moderate progress toward targets

Progress toward improvement targets	Accountability percentile
32% - Moderate progress toward targets	35

OVERALL RESULTS
STUDENT GROUP RESULTS
DETAILED DATA FOR EACH INDICATOR

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	45%	23%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	32%
	Moderate progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	0	4	-
	Mathematics achievement	0	4	-	0	4	-
	Science achievement	0	4	-	2	4	-
	Achievement total	0	12	47.5	2	12	67.5
Growth	English language arts growth	2	4	-	2	4	-
	Mathematics growth	3	4	-	2	4	-
	Growth total	5	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	2	4	-	-	-	-
	Extended engagement rate	0	4	-	-	-	-
	Annual dropout rate	0	4	-	-	-	-
	High school completion total	2	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	4	4	-	4	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	6	8	10.0	4	4	10.0
Weighted total		2.1	10.7	-	2.7	10.3	-
Percentage of possible points		20%		-	26%		-
2025 Annual criterion-referenced target percentage		23%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		All students (High school grades)			Lowest performing students (High school grades)
Indicator		Points earned	Total possible points	Weight %	Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-	2	4	-
	Mathematics achievement	2	4	-	2	4	-
	Science achievement	2	4	-	2	4	-
	Achievement total	4	12	47.5	6	12	67.5
Growth	English language arts growth	3	4	-	2	4	-
	Mathematics growth	2	4	-	2	4	-
	Growth total	5	8	22.5	4	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-	-	-	-
	Extended engagement rate	2	4	-	-	-	-
	Annual dropout rate	4	4	-	-	-	-
	High school completion total	6	12	20.0	-	-	-
Progress toward attaining English language proficiency	English language proficiency total	-	-	-	-	-	-
Additional indicators	Chronic absenteeism	0	4	-	0	4	-
	Advanced coursework completion	2	4	-	-	-	-
	Additional indicators total	2	8	10.0	0	4	10.0
Weighted total		4.4	10.7	-	5.0	10.3	-
Percentage of possible points		41%		-	49%		-
2024 Annual criterion-referenced target percentage		45%

Student group percentile

This group's overall performance relative to the performance of the same student group in schools serving similar grades

Overall progress toward improvement targets

	2024	2025
Annual criterion-referenced target percentage	30%	16%
Weight	40%	60%
Cumulative Criterion-referenced target percentage (2024 x 40%) + (2025 x 60%)	22%
	Limited or no progress toward targets

2025 Points awarded

2025 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	0	4	-
	Science achievement	0	4	-
	Achievement total	0	12	47.5
Growth	English language arts growth	2	4	-
	Mathematics growth	3	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	0	4	-
	Annual dropout rate	0	4	-
	High school completion total	0	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	4	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	6	8	10.0
Weighted total		1.7	10.7	-
Percentage of possible points		16%		-
2025 Annual criterion-referenced target percentage		16%

2024 Points awarded

2024 Progress toward improvement targets
Indicator		High Needs Student Group (High school grades)
Indicator		Points earned	Total possible points	Weight %
Achievement	English language arts achievement	0	4	-
	Mathematics achievement	1	4	-
	Science achievement	0	4	-
	Achievement total	1	12	47.5
Growth	English language arts growth	3	4	-
	Mathematics growth	2	4	-
	Growth total	5	8	22.5
High school completion	Four-year cohort graduation rate	0	4	-
	Extended engagement rate	3	4	-
	Annual dropout rate	4	4	-
	High school completion total	7	12	20.0
Progress toward attaining English language proficiency	English language proficiency total	-	-	-
Additional indicators	Chronic absenteeism	0	4	-
	Advanced coursework completion	2	4	-
	Additional indicators total	2	8	10.0
Weighted total		3.2	10.7	-
Percentage of possible points		30%		-
2024 Annual criterion-referenced target percentage		30%

Detailed data for each indicator

English language arts achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	502.9	497.0	-5.9	505.0	241	0	Path Forward: Declined
Lowest Performing	480.4	474.8	-5.6	485.5	52	0	Path Forward: Declined
High Needs	494.2	489.6	-4.6	497.5	119	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	12	-	-
Low Income	496.1	492.4	-3.7	498.9	100	0	Path Forward: Declined
Students with Disabilities	479.9	474.9	-5.0	482.5	40	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	499.1	495.9	-3.2	501.1	36	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	504.4	498.0	-6.4	507.4	178	0	Path Forward: Declined

Mathematics achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	501.3	495.7	-5.6	504.1	240	0	Path Forward: Declined
Lowest Performing	481.2	475.6	-5.6	486.3	52	0	Path Forward: Declined
High Needs	494.3	488.4	-5.9	498.4	117	0	Path Forward: Declined
English Learners and Former English Learners	-	-	-	-	11	-	-
Low Income	495.6	490.1	-5.5	499.6	98	0	Path Forward: Declined
Students with Disabilities	481.4	477.2	-4.2	485.8	40	0	Path Forward: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	11	-	-
Black or African American	-	-	-	-	8	-	-
Hispanic or Latino	495.0	489.5	-5.5	500.1	37	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	502.7	497.4	-5.3	504.3	177	0	Recovery Path: Declined

Science achievement - MCAS average composite scaled score - High school
Group	2024 Achievement	2025 Achievement	Change	2025 Target	N	Points	Reason
All Students	499.1	498.1	-1.0	502.7	227	0	Recovery Path: Declined
Lowest Performing	479.8	479.9	0.1	484.5	52	2	Path Forward: Improved Below Target
High Needs	491.1	490.3	-0.8	493.9	104	0	Recovery Path: Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	492.0	492.3	0.3	495.0	85	2	Recovery Path: Improved Below Target
Students with Disabilities	481.5	479.6	-1.9	485.0	40	0	Recovery Path: Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	10	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	495.9	489.7	-6.2	498.6	34	0	Path Forward: Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	500.6	501.0	0.4	503.3	170	2	Recovery Path: Improved Below Target

English language arts growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	46.9	215	2	Typical Growth - Low
Lowest Performing	44.2	52	2	Typical Growth - Low
High Needs	46.5	104	2	Typical Growth - Low
English Learners and Former English Learners	-	3	-	-
Low Income	48.3	87	2	Typical Growth - Low
Students with Disabilities	41.1	38	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	6	-	-
Hispanic or Latino	45.3	31	2	Typical Growth - Low
Multi-Race, Not Hispanic or Latino	-	8	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	46.0	160	2	Typical Growth - Low

Mathematics growth - High school
Group	2025 Mean SGP	N	Points	Reason
All Students	51.1	213	3	Typical Growth - High
Lowest Performing	47.3	52	2	Typical Growth - Low
High Needs	50.2	102	3	Typical Growth - High
English Learners and Former English Learners	-	4	-	-
Low Income	52.7	85	3	Typical Growth - High
Students with Disabilities	46.8	38	2	Typical Growth - Low
American Indian or Alaska Native	-	-	-	-
Asian	-	10	-	-
Black or African American	-	6	-	-
Hispanic or Latino	51.1	32	3	Typical Growth - High
Multi-Race, Not Hispanic or Latino	-	7	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-
White	49.8	158	2	Typical Growth - Low

Four-year cohort graduation rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	88.3	88.5	0.2	90.8	252	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	85.1	84.4	-0.7	89.5	147	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	81.4	84.0	2.6	85.5	119	2	Improved Below Target
Students with Disabilities	78.0	73.6	-4.4	85.3	53	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	12	-	-
Black or African American	-	-	-	-	7	-	-
Hispanic or Latino	-	-	-	-	20	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	88.5	87.9	-0.6	90.8	207	0	Declined

Extended engagement rate - High school
Group	2022 Rate (%)	2023 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	93.9	88.3	-5.6	95.0	264	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	91.0	85.1	-5.9	94.7	141	0	Declined
English Learners and Former English Learners	-	-	-	-	5	-	-
Low Income	88.6	81.4	-7.2	92.3	113	0	Declined
Students with Disabilities	84.6	78.0	-6.6	89.7	59	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	15	-	-
Black or African American	-	-	-	-	6	-	-
Hispanic or Latino	-	-	-	-	19	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	6	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	94.1	88.5	-5.6	95.0	218	0	Declined

Annual dropout rate - High school
Group	2023 Rate (%)	2024 Rate (%)	Change	Target (%)	N	Points	Reason
All Students	1.1	1.3	0.2	1.0	1,046	0	Declined
Lowest Performing	-	-	-	-	-	-	-
High Needs	2.1	2.4	0.3	1.9	499	0	Declined
English Learners and Former English Learners	-	-	-	-	32	-	-
Low Income	2.5	2.8	0.3	2.2	396	0	Declined
Students with Disabilities	2.2	2.6	0.4	2.0	196	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	42	-	-
Black or African American	-	-	-	-	32	-	-
Hispanic or Latino	3.1	1.7	-1.4	2.8	116	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	30	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	0.9	1.5	0.6	1.0	826	0	Declined

Progress toward attaining English language proficiency - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	-	-	-	-	-	-	-
Lowest Performing	-	-	-	-	-	-	-
High Needs	-	-	-	-	-	-	-
English Learners and Former English Learners	-	-	-	-	-	-	-
Low Income	-	-	-	-	-	-	-
Students with Disabilities	-	-	-	-	-	-	-
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	-	-	-
Black or African American	-	-	-	-	-	-	-
Hispanic or Latino	-	-	-	-	-	-	-
Multi-Race, Not Hispanic or Latino	-	-	-	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	-	-	-	-	-	-	-

Chronic absenteeism - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	49.3	42.1	-7.2	47.0	1,023	4	Exceeded Target
Lowest Performing	54.2	42.3	-11.9	48.4	52	4	Exceeded Target
High Needs	57.3	49.5	-7.8	53.5	473	4	Exceeded Target
English Learners and Former English Learners	-	-	-	-	61	-	-
Low Income	58.1	51.0	-7.1	53.0	402	4	Exceeded Target
Students with Disabilities	59.2	44.1	-15.1	54.8	143	4	Exceeded Target
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	37	-	-
Black or African American	-	-	-	-	30	-	-
Hispanic or Latino	61.0	47.3	-13.7	57.0	129	4	Exceeded Target
Multi-Race, Not Hispanic or Latino	-	-	-	-	31	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	48.2	42.5	-5.7	45.7	796	4	Exceeded Target

Advanced coursework completion - High school
Group	2024 Rate (%)	2025 Rate (%)	Change	Target	N	Points	Reason
All Students	63.0	65.9	2.9	67.1	493	2	Improved Below Target
Lowest Performing	-	-	-	-	-	-	-
High Needs	45.6	46.7	1.1	51.7	210	2	Improved Below Target
English Learners and Former English Learners	-	-	-	-	22	-	-
Low Income	50.5	53.2	2.7	57.3	171	2	Improved Below Target
Students with Disabilities	18.8	11.6	-7.2	26.9	69	0	Declined
American Indian or Alaska Native	-	-	-	-	-	-	-
Asian	-	-	-	-	19	-	-
Black or African American	-	-	-	-	11	-	-
Hispanic or Latino	62.2	48.0	-14.2	69.6	50	0	Declined
Multi-Race, Not Hispanic or Latino	-	-	-	-	16	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-
White	63.2	69.3	6.1	67.3	397	4	Exceeded Target

Assessment participation - All students
Group	English language arts					Mathematics					Science
Group	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate	Enrolled	Assessed	%	Met Target?	Years in Rate
All Students	255	249	98	Yes	1	252	246	98	Yes	1	254	254	100	Yes	1

Assessment participation - Student Group
Group	English language arts		Mathematics		Science		Overall
Group	Enrolled	Assessed	Enrolled	Assessed	Enrolled	Assessed	Total Enrolled	Total Assessed	%	Met Target?	Years in Rate
High Needs	128	125	125	121	127	127	380	373	98	Yes	1
English Learners and Former English Learners	14	14	13	12	14	14	41	-	-	-	-
Low Income	108	106	105	102	107	107	320	315	98	Yes	1
Students with Disabilities	43	41	42	41	43	43	128	125	98	Yes	1
American Indian or Alaska Native	-	-	-	-	-	-	-	-	-	-	-
Asian	11	11	11	11	11	11	33	-	-	-	-
Black or African American	9	9	9	9	9	9	27	-	-	-	-
Hispanic or Latino	41	40	40	40	41	41	122	121	99	Yes	1
Multi-Race, Not Hispanic or Latino	9	9	9	8	9	9	27	-	-	-	-
Native Hawaiian or Other Pacific Islander	-	-	-	-	-	-	-	-	-	-	-
White	185	180	183	178	184	184	552	542	98	Yes	1

About this report

About the Data

Overall classification: All Massachusetts districts and schools with sufficient data are classified into one of two accountability categories: districts and schools requiring assistance or intervention, and districts and schools not requiring assistance or intervention. The reason(s) for the district's or school's classification are noted on this report.

Progress toward improvement targets: The criterion-referenced target percentage combines multiple years of data related to achievement, growth, high school completion, English learner progress, advanced coursework completion, and chronic absenteeism into a single number between 0 and 100. For a group to be considered to be meeting targets it must have a cumulative criterion-referenced target percentage of 75% or higher.

The annual criterion-referenced target percentage is calculated by dividing the weighted total points earned by the weighted total possible points. The calculation for each is displayed below.

Weighted total of points earned = (Total achievement points earned x Achievement weight) + (Total growth points earned x Growth weight) + (Total high school completion points earned x high school completion weight) + (EL progress points earned x EL progress weight) + (Total additional indicator points earned x Additional indicator weight)

The cumulative criterion-referenced target percentage represents a weighted average of the annual criterion-referenced target percentages. At a minimum, a group must have an annual criterion-referenced target percentage for the most recent year in order to receive a cumulative percentage.

Accountability percentile: An accountability percentile between 1 and 99 is reported for most schools. This number is an indication of the school's overall performance relative to other schools that serve similar grades, and is calculated using multiple years of data for all accountability indicators. School percentiles are not calculated for districts.

Resources

Interpretive Materials

Glossary of Accountability Terms